POSITION DUTIES: • 50% – Coordination of SI Leaders and Program Assistant. Recruit, train, and coordinate SI Leaders and Program Assistant. This position develops curriculum for and teaches ALS 277, the SI Pedagogy course; creates content for and leads professional development meetings; conducts SI Leader observations and debriefs; monitors SI Leader engagement with the course, faculty, and planning; guides SI Leader projects and presentations; and provides regular, timely feedback on SI Leader and Program Assistant performance. • 20% – Management of Daily Operations. Manage the daily operations of the SI Program including scheduling study tables; monitoring and troubleshooting study table registration, waitlists, and attendance; budgeting for the program and tracking student pay; and communicating with students, faculty, and staff. • 10% – Assessment and Strategic Planning. Compile, prepare, and compose data analysis for program assessment. Design and enact a full-cycle assessment plan and conduct research around relevant topics. Assessment includes creating quarterly, annual, and ad hoc reports and documents. This position engages in strategic planning for the SI program and contributes to strategic planning for the ASC. • 10% – Outreach. Represent and promote the SI program to the broader campus community, including meeting regularly with SI-supported faculty and departments to discuss current and potential partnerships. This position gives in-class presentations; represents SI and the ASC at university events; markets the program to students; and maintains relationships with colleges, departments, and faculty. • 5% – Project Collaboration. Collaborate with ASC and ASSIST (Academic Success and Student Transitions) colleagues on current academic support projects and initiatives. • 5% – Diversity Efforts. Expand and enhance cultural competency and diversity efforts in the SI Program, Academic Success Center and the University.

Requirements

Masters degree in education, psychology, or related field. Two years’ experience in peer education program development or coordination (SI, writing center, tutoring). Experience providing training or professional development using a facilitative pedagogy.

When applying you will be required to attach the following electronic documents: 1) A resume/CV; 2) A cover letter indicating how your qualifications, experience and interests have prepared you for this position. 3) Please answer the supplemental question either within the application or by uploading as a separate document. Please keep answer to a maximum of 300 words. (Upload as Other Document 1) 4) The names, current phone numbers and email address of at least three (3) professional references. (Upload as Other Document 2). Link to posting: https://jobs.oregonstate.edu/postings/40750

Assist the Center for Academic Success director with the successful implementation, management and assessment of all Center for Academic Success programs, particularly those that relate to Academic Support programming and Academic Coaching. Develop expertise in the use of and serve as campus coordinator for early alert systems and student interventions. Supervise the Coordinators of Academic Coaching and Academic Support Programs, as well as graduate and student assistants who serve these programs. Oversee documentation, budget, and assessment and data analysis for programs. Maintain appropriate data, record keeping, and certification of these programs. Provide academic support to students via academic coaching sessions as well as academic support/success presentations. Oversee and keep the Center’s website up to date. Serve on division and university committees. Perform other duties as assigned.

Requirements

Bachelor’s degree; three years’ experience in higher education academic support services. Knowledge of learning theory and best practices in learning centers. Ability to communicate well both verbally and non-verbally with students, faculty, administrators and colleagues required. Excellent organizational and interpersonal skills are essential. Should work well in a team setting and strive for excellence in all aspects of work as well as demonstrate ability successfully to supervise and coordinate many projects simultaneously. Ability to use MS Excel and various databases for assessment.

Position Responsibilities Internal Posting? Position Summary The Lead Academic Coach, within Tutoring and College Success (TCS), is the lead of a three-person team of academic coaches responsible for the Academic Coaching program at the University of Idaho. To result in overall increased student retention and graduation rates, the Academic Coaches provide individualized academic support to students (i.e. work with individuals on skills such as time management, critical thinking, reading, test preparation, test anxiety, note taking, metacognition, resource/service navigation, etc.); teach a College Success Strategies course; develop, market, and present workshops on academic success strategies; serve as a liaison with academic advisors and additional retention offices; and work interdependently within the TCS team, which also includes a Manager, Tutoring Coordinator, Supplemental Instruction Coordinator. The Lead Academic Coach has additional responsibilities in leading the communication and marketing of the Academic Coaching program as well as the program’s assessment and evaluation. All Academic Coaches will have specific populations and emphases including, but not limited to, working with students in STEM fields, student athletes, underrepresented students, and specific living groups. The Lead Academic Coach reports to the Tutoring and College Success Manager. Responsibilities Job Duty Function Provide individualized academic support to students by : Job Duties/Responsibilities – Regularly meeting with students for academic success coaching/consultation, resource referral and academic success plan development, with the goal of increasing student retention and graduation rates. Student meetings and success plans include specific strategies for the student to learn and practice such as time management, critical thinking, reading, test preparation, test anxiety, note taking, metacognition, resource/service navigation, etc. – Developing rapport and productive relationships with students by creating engaging educational materials and welcoming environments for students to grow and gain new skills. – Maintaining and documenting all contact with students resulting from standing appointments, phone, walk-ins, and email. – Working with academic colleges, academic advisors, and campus departments to deliver specialized student services for target populations. Job Duty Function Teach the College Success Strategies course by: Job Duties/Responsibilities -Designing an academic success strategies course curriculum with the Academic Coach team adhering to UI learning outcomes and mission in consultation with the TCS Manager, with the goal of increasing student retention and graduation rates. -Developing and implementing strategies aimed at increasing student engagement in the course. -Delivering the course content to students with the Academic Coach team. -Evaluating and grading students on their performance in the course. -Contributing to the course’s assessment plan to determine the course’s effectiveness. -Impeccably practicing ethical teaching conduct. Job Duty Function As an Academic Coach team, provide regular and by-request workshops on academic success strategies to the campus community by: Job Duties/Responsibilities -Performing a needs assessment on strategies and information students at UI would like/need/are lacking. -Developing workshop topics and content to deliver to UI students. -Determining the ideal venue, methods, and manner to deliver workshops. -Presenting workshops during the typical Monday through Friday, 8 AM to 5 PM work week as well as some presentations after hours and on weekends. -Contributing to the assessment plan pertaining to academic success workshops to determine their effectiveness. Job Duty Function Lead the Academic Coach team by: Job Duties/Responsibilities -Serving as the lead spokesperson for the Academic Coach team. -Developing and leading the Academic Coaching program’s marketing and communication plan to engage students in academic coaching. This includes communication with academic departments, student support/retention offices, student groups, students directly, and through social media platforms. -Leading the Academic Coaching program’s evaluation and assessment plan in collaboration with the TCS Manager. Job Duty Function Support the Academic Support & Access Programs by: Job Duties/Responsibilities – Actively participating in ASAP meetings, trainings, and orientations. – Maintaining networks on and off campus, and continuing professional development. – Actively participating in regional and national professional associations. – Providing excellent customer service to internal and external parties. -Helping to maintain and promote social media outlets; – Supporting cross-area work efforts during recruitment and retention events activities, which may include work after hours and on weekends. -Completing other duties as assigned by ASAP Director or TCS Manager.

Requirements

Position Qualifications Minimum Qualifications Education: Bachelor’s degree Experience: A minimum of two years experience in academic support at the post-secondary level or related field working with diverse students. Knowledge of: • Theories, models and practices of college learning, academic success strategies (study skills, time management, organization, test taking, note taking, etc.); • Typical barriers and resources needed for at-risk students to become successful. Skills: • Excellent interpersonal and communication skills including tact, diplomacy and presentation skills for small and large groups; • Effectively using organizational and planning skills with attention to detail and follow through; • Maintaining confidentiality of work related information and materials; • Demonstrated excellent written and oral communication skills; • Demonstrated understanding of academic coaching and quality assurance needs; • Demonstrated proficiency using Microsoft Office and general computer software and research skills. Preferred Qualifications Education: • Bachelor’s degree in education, psychology, social work •Master’s degree in related field such as counseling, education, adult education, educational leadership, higher-education administration, etc. Experience: •Working collaboratively, as well as independently; •Experience with academic coaching or similar type of college level academic support models; •Three years or more experience teaching at the college level, preferably with academically at-risk college students; • Experience developing procedures • Identifying, assessing, developing, promoting, and presenting programs • Experience managing a caseload and case files. • Experience with Blackboard/BbLearn or other online learning management system. Knowledge of: • Developmental education and First Year Experience literature.

Starting Date & Posting Dates

Posting Date: 01/19/2017 Open Until Filled Applications submitted before February 8, 2017 will be given first priority.

Position Responsibilities Internal Posting? Position Summary Two Academic Coaches, within Tutoring and College Success (TCS), are members of the three-person team of academic coaches responsible for the Academic Coaching program at the University of Idaho. The third member is the Lead Academic Coach who has additional responsibilities (in a separate job description) related to marketing, communications, program evaluation, and assessment. To result in overall increased student retention and graduation rates, the Academic Coaches provide individualized academic support to students (i.e. work with individuals on skills such as time management, critical thinking, reading, test preparation, test anxiety, note taking, metacognition, resource/service navigation, etc.); teach a College Success Strategies course; develop, market, and present workshops on academic success strategies; serve as a liaison with academic advisors and additional retention offices; and work interdependently within the TCS team, which also includes a Manager, Tutoring Coordinator, Supplemental Instruction Coordinator. All Academic Coaches will serve specific student populations and have emphasis areas including, but not limited to, working with students in STEM fields, student athletes, underrepresented students, and specific living groups. The Academic Coaches reports to the Tutoring and College Success Manager. Responsibilities Job Duty Function Provide individualized academic support to students by : Job Duties/Responsibilities – Regularly meeting with students for academic success coaching/consultation, resource referral and academic success plan development, with the goal of increasing student retention and graduation rates. Student meetings and success plans include specific strategies for the student to learn and practice such as time management, critical thinking, reading, test preparation, test anxiety, note taking, metacognition, resource/service navigation, etc. – Developing rapport and productive relationships with students by creating engaging educational materials and welcoming environments for students to grow and gain new skills. – Maintaining and documenting all contact with students resulting from standing appointments, phone, walk-ins, and email. – Working with academic colleges, academic advisors, and campus departments to deliver specialized student services for target populations. Job Duty Function Teach the College Success Strategies course by Job Duties/Responsibilities -Designing an academic success strategies course curriculum with the Academic Coach team adhering to UI learning outcomes and mission in consultation with the TCS Manager, with the goal of increasing student retention and graduation rates. -Developing and implementing strategies aimed at increasing student engagement in the course. -Delivering the course content to students with the Academic Coach team. -Evaluating and grading students on their performance in the course. -Contributing to the course’s assessment plan to determine the course’s effectiveness. -Impeccably practicing ethical teaching conduct. Job Duty Function As an Academic Coach team, provide regular and by-request workshops on academic success strategies to the campus community by Job Duties/Responsibilities -Performing a needs assessment on strategies and information students at UI would like/need/are lacking. -Developing workshop topics and content to deliver to UI students. -Determining the ideal venue, methods, and manner to deliver workshops. -Presenting workshops during the typical Monday through Friday, 8 AM to 5 PM work week as well as some presentations after hours and on weekends. -Contributing to the assessment plan pertaining to academic success workshops to determine their effectiveness. Job Duty Function Collaborate within the Academic Coach team and follow the Lead Academic Coach’s lead role to reach goals pertaining to marketing, communication, evaluation and assessment by Job Duties/Responsibilities -Completing tasks within the Academic Coaching program’s marketing and communication plan to engage students in academic coaching. This includes communication with academic departments, student support/retention offices, student groups, students directly, and through social media platforms. -Completing tasks within Academic Coaching program’s evaluation and assessment plan in collaboration with the TCS Manager. Job Duty Function Support the Academic Support & Access Programs by: Job Duties/Responsibilities – Actively participating in ASAP meetings, trainings, and orientations. – Maintaining networks on and off campus, and continuing professional development. – Actively participating in regional and national professional associations. – Providing excellent customer service to internal and external parties. -Helping to maintain and promote social media outlets; – Supporting cross-area work efforts during recruitment and retention events activities. -Completing other duties as assigned by ASAP Director or TCS Manager.

Requirements

Position Qualifications Minimum Qualifications Education: Bachelor’s degree Experience: A minimum of two years experience in academic support at the post-secondary level or related field working with diverse students. Knowledge of: • Theories, models and practices of college learning, academic success strategies (study skills, time management, organization, test taking, note taking, etc.); • Typical barriers and resources needed for at-risk students to become successful. Skills: • Excellent interpersonal and communication skills including tact, diplomacy and presentation skills for small and large groups; • Effectively using organizational and planning skills with attention to detail and follow through; • Maintaining confidentiality of work related information and materials; • Demonstrated excellent written and oral communication skills; • Demonstrated understanding of academic coaching and quality assurance needs; • Demonstrated proficiency using Microsoft Office and general computer software and research skills. Preferred Qualifications Education: • Bachelor’s degree in education, psychology, social work •Master’s degree in related field such as counseling, education, adult education, educational leadership, higher-education administration, etc. Experience: •Working collaboratively, as well as independently; •Experience with academic coaching or similar type of college level academic support models; •Three years or more experience teaching at the college level, preferably with academically at-risk college students; • Experience developing procedures • Identifying, assessing, developing, promoting, and presenting programs • Experience managing a caseload and case files. • Experience with Blackboard/BbLearn or other online learning management system. Knowledge of: • Developmental education and First Year Experience literature. Physical Requirements & Working Conditions General Office Environment: Sitting, Standing, Walking, Lifting up to 35 Pounds. Ability and willingness to work after hours and on weekends.

Starting Date & Posting Dates

Posting Date: 01/19/2017 Open Until Filled Applications submitted before February 10, 2017 will be given first priority.

The Center for Academic Success at Berkeley College’s Paramus Campus seeks a Director. Under the direction of the Associate Dean of the CAS, the Director will help ensure that students are successful in their coursework and are able to be retained and graduate from Berkeley College. Responsibilities include: • Communicate with students, staff, and faculty to determine students’ academic needs and connect them to CAS resources. • Develop, promote, and execute learning strategies programming and resources for students. • Collaborate with faculty to create and provide learning support for students in their courses. • Collaborate with other student support departments to develop academic resources and programs for the Paramus students. • Ensure robust tutoring program at the Paramus CAS in course content, writing computer skills, public speaking skills, and learning strategies. • Tutor students individually and in small groups in an appropriate discipline. • Recruit, hire and supervise peer and professional tutors. • Coordinate testing program. • Maintain a welcoming academic atmosphere in the CAS. Requirements: • Master’s degree in Educational Psychology, Higher Education Administration or a related field. • At least four years working in a learning resource center tutoring in study skills, writing and/or quantitative skills. • At least three years’ experience in higher education academic or learning support services. • Current knowledge of learning center pedagogy, academic skills and learning strategies at the college level. • Strong technology skills. • Demonstrated excellent oral and written communication skills. • Demonstrated ability to work with a wide variety of diverse populations and backgrounds.

The University of Nevada, Las Vegas (UNLV) invites applications for Associate Director of Academic Transitions, Academic Success Center [17395]. PROFILE of the UNIVERSITY Founded in 1957, UNLV is a doctoral-degree-granting institution of approximately 29,000 students and 3,000 faculty and staff that is classified by the Carnegie Foundation for the Advancement of Teaching as a research university with high research activity. UNLV offers a broad range of respected academic programs and is on a path to join the top tier of national public research universities. The university is committed to enhancing efforts to attract and retain top students and faculty, educating the region’s diversifying population and workforce, driving economic activity through increased research and community partnerships, and creating an academic health center for Southern Nevada that includes the launch of a new UNLV School of Medicine. UNLV is located on a 332-acre main campus and two satellite campuses in Southern Nevada. ROLE of the POSITION The Academic Success Center (ASC) is seeking a dynamic, full-time Associate Director of Academic Transitions. This professional position will serves as a key member of the ASC Executive Team to coordinate, develop, and advance ASC courses, which includes COLA 100E: First-Year Seminar (FYS) for Exploring Majors, Second-Year Seminars (SYS) for Exploring Majors, and other potential offerings and deliveries. The Associate Director’s greatest responsibility is coordinating COLA 100E, which is the largest FYS program at UNLV that serves over 600 students every academic year. COLA 100E is a 3-credit general education course offered in small class sizes (most often 20-25 students) and taught primarily by faculty-in-residence, lecturers, and part-time instructors. COLA 100E has a standardized curriculum that is based on empirical research and national best practices. The Associate Director will be responsible for faculty recruitment, extensive training, supervision, assessment, and other forms of evaluation. The Associate Director will also teach a 4/0 FYS load (or equivalent) in addition to developing and advancing curriculum. The Associate Director generally oversees the ASC academic coordination of UNLV’s Exploring Majors and will be involved in other retention, progression, and completion (RPC) programs and Top Tier projects. For instance, this position will serve as the ASC academic faculty representative on imperative campus-wide committees and initiatives. Other duties will be assigned by the Associate Dean, Director of Academic Transitions, and members of the Dean’s Office. The Associate Director will be the second highest rank within the Academic Transition unit, and assumes the leadership of the unit in the absence of the Director. QUALIFICATIONS To be considered for the Associate Director of Academic Transitions, candidates must possess at minimum a doctoral degree from a regionally accredited college or university. Required work experience includes each of the following: • Teaching first-year seminars/experience courses at a college or university • Two or more years of experience working at a college or university Preferred work experience includes each of the following: • Curriculum development • Higher education management, including faculty • Involvement in the National Resource Center for The First-Year Experience Strong candidates should possess the following: • Knowledge regarding national empirical research and best practices surrounding first-year seminars • Interpersonal, organization, and oral and written communication skills • Ability to multitask and manage competing priorities • High professional standards, attention to detail, and strong customer service orientation • Positive, professional attitude • Team orientation • Knowledge of UNLV and academic success programs • Punctuality Finalist applicants will be subject to a background check. SALARY RANGE Salary competitive with those at similarly situated institutions. Position is contingent upon funding. APPLICATION DETAILS Applicants are required to submit each of the three following material components: 1) A letter of interest, 2) a detailed resume/CV listing qualifications and experience, and 3) the names, addresses, and telephone numbers of at least three professional references who may be contacted. Applicants should fully describe their qualifications and experience, with specific reference to each of the minimum and preferred qualifications because this is the information on which the initial review of materials will be based. As mentioned, finalist applicants will be subject to a background check. Although this position will remain open until filled, review of candidates’ materials will begin on March 13, 2017. Best consideration will be gained for applicants who submitted all required materials submitted prior to that date. Materials should be addressed to the Search Committee, and are to be submitted via on-line application at https://hrsearch.unlv.edu. For assistance with UNLV’s on-line applicant portal, contact UNLV Employment Services at (702) 895-3504 or applicant.inquiry@unlv.edu. UNLV is an Equal Opportunity/Affirmative Action educator and employer committed to achieving excellence through diversity. All qualified applicants will receive consideration for employment without regard to, among other things, race, color, religion, sex, age, creed, national origin, veteran status, physical or mental disability, sexual orientation, genetic information, gender identity, gender expression, or any other factor protected by anti-discrimination laws. The University of Nevada, Las Vegas employs only United States citizens and non-citizens lawfully authorized to work in the United States. Women, under-represented groups, individuals with disabilities, and veterans are encouraged to apply. Apply Here: http://www.Click2Apply.net/v2m9yz3pkp

Requirements

Starting Date & Posting Dates

Starting Date: July 1, 2016 Position is open until filled. For best consideration, please apply by February 18, 2016.

This position coordinates and provides ongoing development for the Center for Academic Success Supplemental Instruction (SI) program. This includes recruiting, selecting, hiring, and training ~75 student SI Leaders. Under the supervision of the Associate Director for Peer Learning Programs, design and deliver training to SI student assistants at multi-day Fall and Spring training as well as biweekly sessions through the semester. Supervise approximately 75 student assistants (SI Leaders) by reviewing weekly lesson plans, conducting observations and providing structured written and oral feedback. Develop and facilitate a meaningful professional development experience for a graduate assistant. Assist Associate Director of Peer Learning Programs in faculty outreach and communications. Ensure that appropriate program records are maintained in SSC-Campus and other departmental data collections. Support the Center for Academic Success by representing department at campus events. Manage assigned case load of academic coaching students.

Requirements

Bachelor degree and at least 1 year of experience in higher education is required. Must demonstrate knowledge of student development and learning theory. Strong communication (oral/written) skills; presentation/public speaking skills; and collaboration skills are required; Master’s Degree Preferred

The Berkeley College Center for Academic Success is seeking a Learning Coordinator for the Woodbridge, NJ campus. Under the direction of the CAS Director, the Learning Coordinator will create and execute initiatives that promote students’ learning strategies. These initiatives may include outreach to students or faculty, one on one or small group assistance, in-class or public workshops or programs, or resource development. A full job description and requirements is available at https://re21.ultipro.com/BER1008/jobboard/NewCandidateExt.aspx?__JobID=4145

The Associate Director leads a team of part-time virtual Academic Coaches, who are responsible for providing academic assistance to Northcentral University students in a variety of forms, including synchronous and asynchronous individual and group coaching sessions, tutorials, and webinars. Coaches assist students at the bachelor’s, master’s, and doctoral levels in developing competence in written communication and quantitative reasoning. Essential Functions • Independently direct and supervise all functions of the Academic Success Center in support of the university mission • Serve as the primary advocate for the Academic Success Center • Develop and implement assessment of student learning and continuous improvement programs to measure Academic Success Center effectiveness and make improvements based on the results • Develop and implement a quality assurance program to ensure that the content and process of coaching sessions and associated documentation meet expectations • Collect meaningful data and generate reports to be shared both within Learning Resources and across other departments • Monitor and continuously improve processes so that students are directed to the most appropriate resources, given their particular learning needs • Provide strategic leadership for the coordination and management of Academic Success Center services and the integration of emerging technologies and trends • Oversee strategic planning, department reviews, budgeting, accreditation tasks, resource management, and overall Academic Success Center policy and procedure planning and development • Negotiate contracts with vendors vigorously • Maintain strong collaborative relationships within the Academic Success Center, Learning Resources, and university • Work closely with stakeholders in all schools to support student learning • Incorporate appropriate technologies within the learning philosophy of the university to support its distance education programs • Provide creative leadership for design of webpages used by faculty and students • Collaborate with school leaders to integrate written communication and quantitative reasoning across the curriculum • Ensure that students who are referred to the Academic Success Center are supported fully with respect to their unique growth area(s) • Collaborate with other departments / institutions supporting students • Coordinate/establish cooperative agreements needed with other institutions / organizations • Foster an organizational culture based upon respect, service, teamwork, professional growth, and responsibility • Serve on various committees of the institution and represent the Academic Success Center on professional committees both locally and nationally • Seek external support for program initiatives • Investigate and implement new ideas and innovations in academic coaching • Help the Academic Success Center to evolve with the changing needs of students • Publicize Academic Success Center services and resources via various and appropriate means on a regular basis • Actively engage in professional development, research, and publication/ presentation of knowledge • Fill in for Academic Success Center team members on PTO when another team member with the same skillset is not available • Participate in required training, coaching, and other professional development • Reasonable and consistent attendance to fulfill requirements of the position